History taught us that the best time to talk about adaptability and innovation is that of disruption, crisis and adverse conditions. This research paper addresses the pre- and post-pandemic learning environment in terms of online and classroom delivery. The main objective of this research paper is to analyze factors that have been impacted by the shift from face-to-face (or in person) to online learning practices, assessing elements related to a learning session as: logistics, participation adoption, tools, feedback and geographical span. As research method, the approach incorporates a case study on the European population of one of the major players in the service industry in analyzing European relevant training data points, over a period of three years. Reasoning of data comparison is aligned to data relevance, hence one-year pre pandemic versus two years in the forced virtual delivery of pandemic conditions. The main aspects under research were aiming for a found analysis of a sustainable shift while understanding the implications of such changes. The result of the study shows a positive learning landscape, with multiple opportunities for those ready to adapt, a trusted tool for sustainability and yet at the early age of becoming one of the core elements for keeping relevant in the business imperatives. The element of novelty in this study suggests impact, shift, dependability and responsibility for learning at scale; and the global impact of the adapted learning opportunities, such as awareness, relevance and adoption rate of learning offerings.